The Structural Relationships among Early Childhood Teachers’ Self-Leadership, Creative Self-Efficacy, and Teacher-Child Interactions, and the Mediating Effect of Creative Self-Efficacy

Key Points

• This research aims to explore structural relationships among early childhood teachers' self-leadership, creative self-efficacy, and their interactions with children.
• Survey conducted with early childhood teachers to gather data.
• Structural equation modeling analysis performed to assess relationships and mediating effects.
• Creative self-efficacy was examined as a mediator between self-leadership and teacher-child interactions.
• Self-leadership positively impacts both creative self-efficacy (p<0.05) and teacher-child interactions (p<0.05).
• Creative self-efficacy positively influences teacher-child interactions (p<0.05).
• Creative self-efficacy partially mediates the relationship between self-leadership and teacher-child interactions.

Abstract